在云南省高职院校教师教学能力比赛背景下,本文以云南旅游职业学院为例,充分对空中乘务专业的《客舱安全管理与应急处置》这门课程从教学整体设计、教学实施过程、学生学习成效、教学特色创新和教学反思改进五个方面开展课程研究。基于...在云南省高职院校教师教学能力比赛背景下,本文以云南旅游职业学院为例,充分对空中乘务专业的《客舱安全管理与应急处置》这门课程从教学整体设计、教学实施过程、学生学习成效、教学特色创新和教学反思改进五个方面开展课程研究。基于空中乘务员流程型岗位真实工作任务,优化“新三真”教学内容,制定“新三融”教学策略,将“三阶四步五度”贯穿教学流程,实现学生学有所得、学有所获、学有所为。Under the background of teachers’ teaching ability competition in higher vocational colleges in Yunnan Province, this paper takes Yunnan Vocational College of Tourism as an example to fully study the course “Cabin Safety Management and emergency Response” of air crew service major from five aspects: overall teaching design, teaching implementation process, student learning effect, teaching characteristics innovation and teaching reflection improvement. Based on the real work tasks of flight attendants’ flow-based positions, the teaching content of “new three truths” is optimized, the teaching strategy of “new three integration” is formulated, and the teaching strategy of “three steps, four steps and five degrees” is implemented throughout the teaching process to realize that students learn something for achieving knowledge, attaining skills, and making a meaningful impact.展开更多
文摘在云南省高职院校教师教学能力比赛背景下,本文以云南旅游职业学院为例,充分对空中乘务专业的《客舱安全管理与应急处置》这门课程从教学整体设计、教学实施过程、学生学习成效、教学特色创新和教学反思改进五个方面开展课程研究。基于空中乘务员流程型岗位真实工作任务,优化“新三真”教学内容,制定“新三融”教学策略,将“三阶四步五度”贯穿教学流程,实现学生学有所得、学有所获、学有所为。Under the background of teachers’ teaching ability competition in higher vocational colleges in Yunnan Province, this paper takes Yunnan Vocational College of Tourism as an example to fully study the course “Cabin Safety Management and emergency Response” of air crew service major from five aspects: overall teaching design, teaching implementation process, student learning effect, teaching characteristics innovation and teaching reflection improvement. Based on the real work tasks of flight attendants’ flow-based positions, the teaching content of “new three truths” is optimized, the teaching strategy of “new three integration” is formulated, and the teaching strategy of “three steps, four steps and five degrees” is implemented throughout the teaching process to realize that students learn something for achieving knowledge, attaining skills, and making a meaningful impact.
